Perceived Helpfulness of Teachers in Clinical Courses

Autor/inn/en	Moate, Randall M.; Holm, Jessica M.; West, Erin M.
Titel	Perceived Helpfulness of Teachers in Clinical Courses
Quelle	In: Professional Counselor, 7 (2017) 2, S.155-168 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-3989
Schlagwörter	Clinical Teaching (Health Professions); Mental Health Programs; Counselor Training; Graduate Surveys; Q Methodology; Masters Programs; Teacher Influence; Teacher Role; Counselor Attitudes; Affective Behavior; Learning Motivation; Preferences; Ohio; Texas + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Lehrerrolle; Affective disturbance; Active behaviour; Affektive Störung; Motivation for studies; Lernmotivation
Abstract	Clinical courses are important in the development of students pursuing a master's degree in clinical mental health counseling (CMHC). Despite the importance of clinical courses, little is known about what CMHC students perceive as being helpful about their teachers of clinical courses. To investigate this, we sought the viewpoints of beginning counselors who were in their first four years of working as licensed counselors post-graduation. Thirty-two beginning-level counselors completed a Q sort that assessed the perceived helpfulness of their teachers of clinical courses in their CMHC master's degree program. Three different learning preferences--application-oriented learners, intrinsically motivated learners, and affective-oriented learners--were observed among participants in the study. (As Provided).
Anmerkungen	National Board for Certified Counselors, Inc. and Affiliates. 3 Terrace Way, Greensboro, NC 27403. Tel: 336-547-0607; Fax: 336-547-0017; e-mail: TCPjournal@nbcc.org; Web site: http://tpcjournal.nbcc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01